Thursday, November 6, 2008
Dear Extra Credit:
Regarding the D.C. schools' experiment in paying students for good grades, over my 34 years of teaching high school English, I gladly and willingly spent approximately $300 a year on "rewards, treats and trinket incentives" to enhance my instruction. The treats were nothing of major value: a gift coupon from 7-Eleven for a Slurpee, a pen embossed with "My Teacher Thinks I'm a Very Special Person," or a candy bar and blue ribbons that proclaim "First Place."
I awarded those small tangible rewards for unexpected progress, outstanding completed assignments, participation from an exceptionally shy teen and the personal sharing in a composition of a memorable moment in a student's life. Those small rewards added potency to my verbal praise and a little recognition.
My giving of those small prizes enhanced the cooperative atmosphere of learning, sharing and doing well in class, especially for students who did not usually succeed in school or are from impoverished homes.
Thus, I was shocked when my school's assistant principal called me in to complain that I "bribed" my students and claimed there was a plethora of research and literature that condemned this practice.
I discovered just how widespread the reward system is and how people in business, sports, entertainment and government had been using it so effectively. U.S. students devote much less time and energy to learning than students in other industrialized societies. High school teachers say lack of student interest and lack of parental interest are the two most important problems in education. When students lack such motivation, teachers give extrinsic rewards, if only for short-term goals and to encourage performance at a lower cognitive level.
I asked my students about the practice. Their anonymous comments were overwhelmingly positive:
"I think it's worth doing because the person who does the work needs a reward for doing a good job. It's done all the time outside school. My dad gets bonuses for bringing in more business."
"It gives us more incentive, and it's fun idea because I know if I do well, I'll get something afterward."
I was never convinced that giving little trinkets, treats and rewards was immoral, unconstitutional or educationally unhealthy, but money is another issue. When I retired, I donated my numerous teacher magnets and mugs -- trinkets I had received over the years -- to a nearby elementary school to be placed in teacher's mailboxes the first day of class. I knew they really needed a little reward or treat after their first day on the job, and I'll bet none considered it a bribe!
I only wish Schools Chancellor Michelle A. Rhee had earmarked that $2.7 million for D.C. teachers to determine what rewards are purchased. Many of us educators are waiting to see whether the money awards change performance and eclipse the value and purpose of those little trinkets I used to buy.
Kathy A. Megyeri
I like your balanced, open-minded view of this issue, so different from mine. I think money rewards are a bad idea, although I know some schools that use fake money, which can be redeemed for trinkets such as yours at the student store, with good results. I would love to hear from more pros such as you on this.
Dear Extra Credit:
I would like to share some community activities for home-schooled children like mine. My daughter takes a wonderful and inexpensive home-school fitness class at Glenarden Community Center once a week, an informative and fun home-school nature class at Watkins Park in Upper Marlboro once a month, a relaxing and very social musical theater class at the Art Space in Annapolis once a week and a horseback riding class with a very patient and engaging teacher two days a month at Hideaway Horse Center in Brandywine.
We have had wonderful field trips to Mount Vernon (an annual membership is inexpensive), the AFI Silver Theater in Silver Spring (the documentary "Man on a Wire" was awesome), the Olney Theater in Olney, Riversdale Mansion in Riverdale and Toby's Dinner Theater in Columbia (very expensive, but well worth it, even if only every two or three years).
There is the socialization issue that home-schoolers frequently confront. The assumption is made that home-schoolers are secluded from the rest of the world, when in fact they are often active in their community, take classes during the workday at various community centers, parks and museums, and have a host of friends, both home-schooled students and others from their neighborhoods.
Home-schooled children are also used to dealing with children from a broad range of ages because their outside classes tend to span several age groups. The socialization that occurs in public schools is not all socialization that is worth having.
Well said. I would also like to hear of obstacles to effective home schooling that readers think should be removed.
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